Future directions and professional development

Duchenski-Jassal, Min and Firth, Jonathan; Gajic, Deborah and McGinty, Jock, eds. (2022) Future directions and professional development. In: Learning to Teach Psychology in the Secondary School. Learning to Teach Subjects in the Secondary School . Routledge, London, 159–172. ISBN 9781003162223 (https://doi.org/10.4324/9781003162223)

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Abstract

Teaching careers are inevitably unique to the individual, but there are, nonetheless, a number of major paths which new psychology teachers should be aware of. In considering the scope of career development, this chapter addresses progression to management and to other school positions, as well as addressing the role of further study at Masters level and alternative ways of upskilling. Numerous strategies for approaching career development are explained, including the use of practitioner action research and the development of long-term plans. The chapter identifies how some of the strengths that a psychology practitioner typically brings to their role – such as psychological literacy and interpersonal skills – can transfer to other situations in a school. Throughout the chapter, the issue of each teacher’s unique social and professional identity is considered, together with some of the barriers to career progression that exist, including specific challenges faced by teachers who identify as members of minority groups. In a discussion which is informed by psychological theories of motivation, the chapter outlines ways of setting goals, identifying and working with role-models, and tackling self-limiting beliefs.

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